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Oklahoma State Department of Education
Office of Standards and Curriculum
Essential Elements Rubric
Revised August 2011
Element 1, Indicator 1.1: Instructional teams align the curriculum with state and national academic content and
process standards that identify the depth of knowledge, skills, and abilities needed for student success.
1.1 Rubric
1 =
Little or no development
and implementation
2 =
Limited development or
partial implementation
3 =
Fully functioning at
operational level of
development and
implementation
4 =
Exemplary level of
development and
implementation
The implemented
curriculum may be based
on resources (e.g.,
textbooks) but is not
aligned to state and/or
national academic
standards.
The implemented
curriculum is sometimes
aligned with state and/or
national academic
standards.
The implemented
curriculum is directly
based on and aligned with
academic expectations that
identify depth of
knowledge, core content,
and the state and/or
national standards and
defines the skills and
abilities that students
should know and be able
to do in all content areas.
The school or district
actively collaborates
among school/district staff
to ensure full alignment
with academic
expectations that identify
depth of knowledge, core
content, and the state
and/or national standards
and defines the skills and
abilities that students
should be able to do in all
content areas.
The implemented
curriculum accomplishes
only content coverage,
rather than identifying the
depth of knowledge, skills,
and abilities needed for
student success.
The implemented
curriculum accomplishes
content coverage, but does
not always identify the
depth of knowledge, skills,
and abilities needed for
student success.
The content and sequence
of the implemented and
aligned curriculum
identifies and promotes the
depth of knowledge, skills,
and abilities needed for
student success.
The school or district
actively collaborates
among staff to continually
implement and align
curriculum to identify and
promote the depth of
knowledge, skills, and
abilities needed for student
success.
The implemented
curriculum is not age and
developmentally
appropriate nor culturally
responsive and does not
promote student success.
The implemented
curriculum is sometimes
age and developmentally
appropriate and culturally
responsive and sometimes
promotes student success.
The implemented
curriculum is age and
developmentally
appropriate and culturally
responsive for student
success.
The school or district
actively collaborates with
staff and stakeholders to
ensure the implemented
curriculum is age and
developmentally
appropriate and culturally
responsive for a diverse
student population.
The implemented
curriculum does not
clearly identify and
integrate connections
within or between content
areas or the connections do
not identify the depth of
knowledge, skills, and
abilities needed for student
success.
There are some
connections and
integrations within or
between content areas of
the implemented
curriculum that sometimes
identify the depth of
knowledge, skills, and
abilities needed for student
success.
The implemented
curriculum frequently
demonstrates the
connections and
integrations within and
between different content
areas and identifies the
depth of knowledge, skills,
and abilities needed for
student success.
The implemented
curriculum is
collaborative, systemic,
and demonstrates strong
connections within and
among various content
areas that clearly identifies
the depth of knowledge,
skills, and abilities needed
for student success.

Oklahoma State Department of Education
Office of Standards and Curriculum
Essential Elements Rubric
Revised August 2011
Element 1, Indicator 1.1: Instructional teams align the curriculum with state and national academic content and
process standards that identify the depth of knowledge, skills, and abilities needed for student success.
1.1 Rubric
1 =
Little or no development
and implementation
2 =
Limited development or
partial implementation
3 =
Fully functioning at
operational level of
development and
implementation
4 =
Exemplary level of
development and
implementation
The implemented
curriculum may be based
on resources (e.g.,
textbooks) but is not
aligned to state and/or
national academic
standards.
The implemented
curriculum is sometimes
aligned with state and/or
national academic
standards.
The implemented
curriculum is directly
based on and aligned with
academic expectations that
identify depth of
knowledge, core content,
and the state and/or
national standards and
defines the skills and
abilities that students
should know and be able
to do in all content areas.
The school or district
actively collaborates
among school/district staff
to ensure full alignment
with academic
expectations that identify
depth of knowledge, core
content, and the state
and/or national standards
and defines the skills and
abilities that students
should be able to do in all
content areas.
The implemented
curriculum accomplishes
only content coverage,
rather than identifying the
depth of knowledge, skills,
and abilities needed for
student success.
The implemented
curriculum accomplishes
content coverage, but does
not always identify the
depth of knowledge, skills,
and abilities needed for
student success.
The content and sequence
of the implemented and
aligned curriculum
identifies and promotes the
depth of knowledge, skills,
and abilities needed for
student success.
The school or district
actively collaborates
among staff to continually
implement and align
curriculum to identify and
promote the depth of
knowledge, skills, and
abilities needed for student
success.
The implemented
curriculum is not age and
developmentally
appropriate nor culturally
responsive and does not
promote student success.
The implemented
curriculum is sometimes
age and developmentally
appropriate and culturally
responsive and sometimes
promotes student success.
The implemented
curriculum is age and
developmentally
appropriate and culturally
responsive for student
success.
The school or district
actively collaborates with
staff and stakeholders to
ensure the implemented
curriculum is age and
developmentally
appropriate and culturally
responsive for a diverse
student population.
The implemented
curriculum does not
clearly identify and
integrate connections
within or between content
areas or the connections do
not identify the depth of
knowledge, skills, and
abilities needed for student
success.
There are some
connections and
integrations within or
between content areas of
the implemented
curriculum that sometimes
identify the depth of
knowledge, skills, and
abilities needed for student
success.
The implemented
curriculum frequently
demonstrates the
connections and
integrations within and
between different content
areas and identifies the
depth of knowledge, skills,
and abilities needed for
student success.
The implemented
curriculum is
collaborative, systemic,
and demonstrates strong
connections within and
among various content
areas that clearly identifies
the depth of knowledge,
skills, and abilities needed
for student success.